The Kitchen (What/What do you do with questions) 1. Preplanning Objective- Given a PowerPoint worksheet of what goes in a kitchen, the student will recognize things that go in a kitchen and what you do with those things with 100% accuracy.
Standards- 4K Good Start Grow Smart Standards: ELA-4K-3.19 Make connections to prior knowledge, other texts, and the world in response to texts read aloud. M-4K-1.7 Begin to show an awareness of numbers in the environment. Materials/Technology
SMARTBoard Real Objects from a kitchen (spoon, fork, food, microwave (toy) etc.) Objects that do not belong in a kitchen Kitchen PowerPoint on SMARTBoard with movable pictures
2. Set Up Anticipatory Set/Multiple Means of Engagement Getting Attention- This lesson will be presented during Circle Time during afternoon group time. It will be presented in a whole group setting. “I need everyone to find their spots and pat your stomach when you are ready.” Expectations- Students will be reminded of the classroom rules “Listen and do, Sit in spot, feet on floor, and be quiet.” 3. Lesson Opening
“Today we are going to learn about the kitchen, what’s in a kitchen and what you do with those things. We are going to look at some things that go in a kitchen and then I am going to have you help me figure out what we do with those things. After circle, I am going to have each of you individually match the number on each picture to the corresponding number on the SMARTBoard and tell me the function of each object.
4. Lesson Body Procedure/Multiple Means of Presentation- Model, Lead, Test Part 1
The teacher will: MODEL: I will first have students brainstorm what goes in a kitchen or what do you do in a kitchen as I write what they say on the SMARTBoard. I will say, “What is something that goes in a kitchen?” I would then write as I say there’s a refrigerator in the kitchen. I will then ask each student the same sort of question and have them answer and I will write them on the Board. I will help them generate a list. LEAD: Teacher guided problems/discoveries (guided practice) Once finished brainstorming I will have students help me figure out what the purpose/function of each of the object on our list is. For example, a refrigerator is used to keep food cold. An oven or stove cooks or heats up food, etc.
Part 2
MODEL: Now I am going to model for the students sorting things that go in a kitchen and things that don’t belong in a kitchen. LEAD: We will then take turns sorting the objects. I will prompt students by asking each one of them to find me an object that either does or does not belong in a kitchen and placing it in the correct place. TEST: Now I have a worksheet on the SMARTBoard with a picture of a kitchen and some numbers. I am going to have each of you work with me individually to move the correct number picture to it’s corresponding number on the worksheet and tell me the purpose/function of the kitchen object.
5. Lesson Closing Remember that we learned what goes in a kitchen and what you do with those things. Can anyone tell me one thing that goes in a kitchen? (Child answers.) And what do you do with __? Great Job!
6. Evaluation/Multiple Means of Expression I will have a chart to record how many pictures the student matched correctly and how many of those objects they knew the function of.
1. Preplanning
Objective- Given a PowerPoint worksheet of what goes in a kitchen, the student will recognize things that go in a kitchen and what you do with those things with 100% accuracy.
Standards-
4K Good Start Grow Smart Standards:
ELA-4K-3.19 Make connections to prior knowledge, other texts, and the world in response to texts read aloud.
M-4K-1.7 Begin to show an awareness of numbers in the environment.
Materials/Technology
SMARTBoard
Real Objects from a kitchen (spoon, fork, food, microwave (toy) etc.)
Objects that do not belong in a kitchen
Kitchen PowerPoint on SMARTBoard with movable pictures
2. Set Up
Anticipatory Set/Multiple Means of Engagement
Getting Attention- This lesson will be presented during Circle Time during afternoon group time. It will be presented in a whole group setting. “I need everyone to find their spots and pat your stomach when you are ready.”
Expectations- Students will be reminded of the classroom rules “Listen and do, Sit in spot, feet on floor, and be quiet.”
3. Lesson Opening
“Today we are going to learn about the kitchen, what’s in a kitchen and what you do with those things. We are going to look at some things that go in a kitchen and then I am going to have you help me figure out what we do with those things. After circle, I am going to have each of you individually match the number on each picture to the corresponding number on the SMARTBoard and tell me the function of each object.
4. Lesson Body
Procedure/Multiple Means of Presentation- Model, Lead, Test
Part 1
The teacher will:
MODEL: I will first have students brainstorm what goes in a kitchen or what do you do in a kitchen as I write what they say on the SMARTBoard. I will say, “What is something that goes in a kitchen?” I would then write as I say there’s a refrigerator in the kitchen. I will then ask each student the same sort of question and have them answer and I will write them on the Board. I will help them generate a list.
LEAD: Teacher guided problems/discoveries (guided practice)
Once finished brainstorming I will have students help me figure out what the purpose/function of each of the object on our list is. For example, a refrigerator is used to keep food cold. An oven or stove cooks or heats up food, etc.
Part 2
MODEL: Now I am going to model for the students sorting things that go in a kitchen and things that don’t belong in a kitchen.
LEAD: We will then take turns sorting the objects. I will prompt students by asking each one of them to find me an object that either does or does not belong in a kitchen and placing it in the correct place.
TEST: Now I have a worksheet on the SMARTBoard with a picture of a kitchen and some numbers. I am going to have each of you work with me individually to move the correct number picture to it’s corresponding number on the worksheet and tell me the purpose/function of the kitchen object.
5. Lesson Closing
Remember that we learned what goes in a kitchen and what you do with those things. Can anyone tell me one thing that goes in a kitchen? (Child answers.) And what do you do with __? Great Job!
6. Evaluation/Multiple Means of Expression
I will have a chart to record how many pictures the student matched correctly and how many of those objects they knew the function of.